Some limitations in methods of measuring vocabulary; unmodeled effects at various classroom levels; dimensions of time and instructional content were likewise discussed. The implications for the current study’s use in future research were expounded to provide greater insights on the use of pictures and words in learning second languages and could therefore provide valuable insights for research on the subject.
The author disclosed two objectives of the study, to wit: “(1) it aimed at outlining the rationale for and the process of introducing an English language learning intervention to kindergarten children in a playful and supportive environment; and (2) it aimed at investigating the degree to which ‘rule play’ could contribute to oral skills acquisition and vocabulary development” (Griva & Sivropoulou, 2009, p. 79). An intervention project was initially described in detail prior to expounding on the effectiveness and feasibility of the study. The results indicated a strong relationship between the intervention project on the effectiveness of learning a second language, as evidenced from the results of the post-test.
The article presented formats for dynamic assessment (DA) of children who learn English as a Foreign Language (EFL) specifically in non-English speaking countries. According to the author, the objective of the study was to explore interactive DA for learners within the age group of 3 to 4 years old and within a specified intervention program of EFL Listening and Speaking modules. The participants in the study were identified to be 63 Chinese children between the ages of 3 to 4. Accordingly, the DA was reportedly designed to map the four distinct abilities onto seven identified tasks. The findings revealed that “successful design of an interactive
DA is dependent on at least three major components: (1) specific objectives; (2) meaningful tasks that are in the learners’ ...Show more